CMC North Conference Program
CMC North Conference 62nd Annual Conference
Embracing Cultural Diversity in Mathematics
December 6 - 8, 2019
Pacific Grove, CA
The 2019 Asilomar Program can be viewed in the conference app (search for CA Math Council in the app store) or by downloading a pdf of the complete program. The schedule is subject to change.
Speaker Handouts
Keynote Speakers
Friday Night
7:30 - 9 PM Christina Lincoln-Moore, Los Angeles Unified School District: Talk Number 2 Me: Mathematics & Mindfulness
What is school for? To educate? Do we draw out students’ talents and passion for mathematics? Social-Emotional Intelligence is the key component to engendering formidable mathematical learning. Dynamic Mindfulness is a trauma-informed mindfulness program that strengthens students’ identities as sense-makers and problem solvers. Let’s examine how the TRU Framework and Emotional Intelligence will build powerful mathematical identities and master the Standards of Mathematical Practice.
Sunday Morning
9 - 10:15 AM Robert Berry, NCTM President: Catalyzing Change: Critical Conversations in Mathematics
NCTM formed three writing teams at the early childhood/elementary, middle school, and high school levels with the intent to initiate the critical conversations in school mathematics. The Catalyzing Change series focuses on four recommendations: (a) defining the purpose of school mathematics; (b) equitable structures; (c) equitable instruction; and (d) essential concepts. This session will initiate conversations using the recommendations from the three writing teams as the frame.
10:30 - 11:45 AM Deborah Lowenberg Ball, University of Michigan: (How) Can Mathematics Teaching Disrupt Racism and Oppression?
Historical and persistent marginalization and oppression permeate all aspects of contemporary life, including education. Institutional structures and exclusionary practices rooted in social and cultural status groups and identities preserve and reinforce racialized and gendered norms. Teaching at all levels has enormous potential to disrupt these patterns, but it has instead often reproduced inequality and reified injustice through the discretionary spaces that are inherent to teaching. These discretionary spaces enable teachers to adapt responsively to cultural contexts, communities, and students, but they also make classroom practice vulnerable to actions and decisions that perpetuate oppression. This talk will investigate how patterns—particularly enacted patterns and signals of low expectations for marginalized students—are produced and reproduced, minute to minute, day to day, and week to week, inside of these discretionary spaces in teaching. We will explore how mathematics can be taught in ways that can change the nature of the experiences of students and affect their sense of identity, belonging, and success and will consider what it would take to make such instruction a reality inside of classrooms.
Friday Mini-Sessions
Grades PreK-2 (Session A) - Tracy Sola and Mia Buljan
4-Star Rubrics Empower Students to Own their Math Community!
4-Star Rubrics empower students to take charge of their own learning by giving them a structure to develop, rate, and improve explanations and justifications, independently, with peers, and with the teacher. Rubrics are explored and developed. Video cases from diverse classrooms are featured. Learn about this equity tool that helps to create an inclusive community of teachers and learners that can help themselves and one another so that the teacher is no longer the only authority in the room!
FULL Grades 3-5 (Session B) - Bernard Frost, Spartanburg School District
Hook Them In: The Secret to Engaging All Students in Math
Participants will explore multiple ways on how to implement lessons with fun and innovative and cultural-relevant activities that will HOOK students into the lesson while maintaining engagement and increasing student achievement. Teachers will leave this hands-on workshop with various activities to engage all students, promote academic discourse, and assist students with developing a conceptual understanding of each lesson.
FULL Grades 6-8 (Session C) - Robert Kaplinsky
How to Help Students Become Problem Solvers, Not Math Robots
If you're frustrated because students seem like they understand what you teach them… until you see their test scores, then you'll love using problems with open middles. Come learn how to implement problems that will clearly show what your kids know, help them become problem solvers, and have them begging for more.
FULL Grades 7-12 (Session D) - Dan Meyer, Desmos
Every Teacher a Storytelling Teacher
Students like stories more than math. They spend their free time and money consuming stories. They produce stories themselves. Cognitive psychologists also describe stories as “psychologically privileged,” the triangle peg for our brain’s triangular hole. We’ll spend a day learning techniques for turning boring, challenging mathematics into engaging, memorable stories. (Bring a laptop. It’s a storytelling tool.)
FULL General Interest (Session E) - Julie McNamara, CSU East Bay
Why Do Rational Numbers Make Me Feel So Irrational?
Why does 0.2 x 0.2 = 0.04? Why do we “keep, change, flip” (or is it “flip, and you can keep the change”) to divide fractions? And what’s the difference between 100% increase and 100 times increase? Most of us have had limited opportunities to develop our own “rational number sense” so we may teach these topics by resorting to tricks and memorization. We’ll explore why this is such a thorny topic as well as strategies for helping students work with rational numbers with understanding and success.
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